hmm

1. GRADES 1 to 12
DAILY LESSON LOG
School: TAMBUGAN ELEMENTARY SCHOOL Grade Level: VI
Teacher: QUENNY J. AQUINO Learning Area: MATHEMATICS
Teaching Dates and
Time: AUGUST 29 - SEPTEMBER 2, 2022 (WEEK 2) Quarter: 1st Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of the four fundamental operations involving fractions.
B. Performance Standards: The learner is able to apply the four fundamental operations involving fractions in mathematical problems and real -
life situations.
C. Learning Competencies/Objectives:
Write the LC Code for each M6NS-Ib-90.2
The learner multiplies
simple fractions and mixed
fractions.
M6NS-Ib-92.2
The learner solves routine
problems involving
multiplication with or
without addition or
subtraction of fractions
and mixed fractions using
appropriate problem
solving strategies and tools
correctly.
M6NS-Ib-92.2
The learner solves non-
routine problems involving
multiplication with or
without addition or
subtraction of fractions
and mixed fractions using
appropriate problem
solving strategies and tools
correctly.
M6NS-Ib-93.2
The learner creates
problems (with reasonable
answers) involving
multiplication without or
with addition or
subtraction of fractions
and mixed numbers.
II. CONTENT
Content is whatthe lesson is all about.Itpertains to the subjectmatter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Multiplying Simple
Fractions and Mixed
Fractions
Solving Routine Problems
Involving Multiplication
with or without Addition or
Subtraction of Fractions
and Mixed Fractions Using
Appropriate Problem
Solving Strategies and
Tools
Solves Non-Routine
Problems Involving
Multiplication with or
without Addition or
Subtraction of Fractions
and Mixed Fractions Using
Appropriate Problem
Solving Strategies and
Tools
Creating Problems (With
Reasonable Answers)
Involving Multiplication
Without or With Addition
or Subtraction of Fractions
and Mixed Fractions
III. LEARNING RESOURCES
Lists the materials to be used in different days.Varied sources of materials sustain children’s interestin the lesson and i n learning.Ensurethat there is a mix of
concrete and manipulativematerialsas well as paper-based materials.Hands-on learningpromotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages

2. 4. Additional Materials from
Learning Resource (LR) portal MISOSA Module Grade 5
and 6 - Multiplication of
Mixed Numbers and
Fractions
MISOSA Module Grade 6 -
Solving one-step word
problems on multiplication
of Fractions
DLP Grade 5 Module 27
Lesson Guide in
Elementary Mathematics 5
p217
MISOSA Module Grade 6 -
Solving two-step word
problems on multiplication
of Fractions
DLP Grade 5 Module 27
Lesson Guide in
Elementary Mathematics 5
p217
B. Other Learning Resources Flash Cards
Powerpoint Presentation
Flash Cards
Powerpoint Presentation
Flash Cards
Powerpoint Presentation
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting the New Lesson Review: (Using flash
cards)
Complete the table below
Review game (charade)
Call 4 volunteers who will
serve as the actors.
The pupils will act to show
the following words without
saying any words.
Check
Plan
Solve
Understand
The pupils will guess the
word.
After all the words are
revealed, ask another pupil
to arrange the words in order.
Let the pupils explain the
importance of each step.
Let them state what will
happen if they missed any
of the steps.
Divide the class into 5
groups.
Ask each group to write as
many words as they can,
related to the following.
a) Addition (e.g. sum of,
total, added to, in all)
b) Subtraction (e.g. less,
diminished, deducted,
difference)
Multiplication
product, twice, times)
d) Division (e.g. quotient,
divided by)
All common answers will be
eliminated. The group
with the most number of
correct answers remain
will be the winner.
Original FileSubmitted and
B. Establishing a Purpose for the
Lesson
Show a picture of a man
Show a picture of kids jogging
in a track oval
Ask:
Show a picture of a mother
preparinga chicken dish for
lunch.
Show a picture of a girl who is
baking.
Ask: Whatcan you say about

3. harvestingfruits from a farm.
Ask pupils whatare the things
they can see in a farm.
Ask the characteristicsof the
man.
exercise?
Ask:
dish? Why?
u think mother
will cook for lunch?
the picture? What do you
think is the girl doing?
C. Presenting Examples/Instances of
the Lesson
Problem Opener:
Mang Emong harvests crates
of mangoes each day.
The table shows the record of
his harvest.
How many crates of mangoes
can Mang Emong harvestin
half an hour? In 4 hours? In 4
12 hours?
What operation can we use in
solvingthe problem?
Elicitfromthe learners how to
multiply mixed numbers and
fractions.
Let the pupils observewhat
happened in every step of the
solution.
Problem Opener:
Carlo can jog4 23 km in one
hour. How far can he jogin 12
hour?
Let the pupils discuss thesteps
in solvingword problems.
Understand
you to find?
information that will help us
solvethe problem?
Plan
through the problem?
egies can you
suggest to solvethis problem?
Solve
Check
calculations?
important data provided?
sense?
to solvethe problem to find
out if your answer is correct?
Problem Opener:
Michael saved 200 pesos.He
used 12 of itto buy a bag and
12 of his remainingmoney to
buy a book. What fraction of
his money was left? How
much was left?
Let the pupils discuss thesteps
in solvingword problems.
Understand
problem?
Plan
be used?
sentence?
Solve
Check
calculations?
important data provided?
sense?
to solvethe problem to find
out if your answer is correct?
Let the pupils givea name for
the girl in the picture.
Ask them to make a
scenario/situation.
Ask: Whatare the needed
ingredients in making a cake?
Out of the given situation,let
the pupils createan
interesting word problem.
Let them discuss.Whatarethe
things they should consider in
creatinga word problem?
D. Discussing New Concepts and
Practicing New Skills #1
Pair work
Find the product of the
following.Reduce the answer to
simplestform, whenever
Group work
Groups 1 and 2 (usingany
strategy):
“A garden plot is 5 1/2 meters
Group work
Answer the following
problems.
What comes next in the given
Group work (5 groups)
Make another interesting
problem out of the previous
situation.

4. possible. longand 2/3 meter wide.
What is the area of the garden
plot?”
Groups 3 and 4 (usingany
strategy):
“How many cubic meters of
water can a tank 1/2 meter
long, 1/3 meter wide, and 2 2/3
meters high hold?”
Each group will presenttheir
output in class.
set of number Ask: Whatif the girl will bake2
cakes? 3 cakes? How are we
going to adjustthe
ingredients?
E. Discussing New Concepts and
Practicing New Skills #2
Solve the following.Writethe
answer in simplestform,
whenever possible.
1) Multiply 2 1//3 by 3/5 .
2) What is 4/5 of 2 1/8 ?
3) Find the product of 1 1/3 x
2 1/2 x 3/5 .
Think-pair-share
Answer the problem below.
Use different strategies in
solving.
1) A truck was 78 filled with
grocery items for delivery.The
driver delivered 23 of this to
supermarket. What partof the
truckload of grocery items was
delivered? What partof the
truck load was not delivered?
Encourage the pupils to use
different strategies in solving.
Let the pupils sharewhat
strategy they used in solving.
Let each group exchange the
problems they made. Group 1
will answer the work of group
2, Group 2 will answer the
work of group 3, and so on.
F. Developing Mastery
(Leads to Formative Assessment 3)
Assign a number to every
student in the class.
Randomly select a pupil or
group of pupils to answer a
question.
Say: All even numbers please
stand up
Only pupils assigned to an
even number will stand up and
answer a question on their
show-me-board.
a) All even numbers
b) All multiples of 3
c) Numbers divisibleby 4
d) Numbers between 20 and
Solve:
Mang Celso caught 40 1/2
kilograms of fish.He sold 3/4
of it. How many kilograms
of fish did he sell all in all?
Pair work
Solve:
Ken planted a mongo seed. He
noticed that the seed grew 1/5
times larger than the previous
week. This week, he measured
the plantand found out that it
is 10 cm tall.How tall will the
plantbe two weeks from now?
The teacher will guidethe
pupils in answeringthe
problem.
Make a meaningful problem of
the given problem and solve.
1)

5. 30
e) Numbers divisibleby 5
*Make it surethat all pupils
will becalled.
Answer the following.Reduce
the answer in simplestform.
1) 5 14 x 27
2) 29 x 7 78
3) What is 12 of 9 13 ?
4) What is the product of 4
and 3 25?
5) What is 34 x 12?
Add more if necessary.
The plantwill grow2 cm taller,
so it will become 12cm.
10 X 1/5 = 2
Duringthe second week, it will
grow 2 25 cm. After the
second week, the height of the
plantwill be14 25 cm.
12 X 1/5 = 12/5 = 2 2/5
The teacher may extend the
problem until the 10th week.
G. Finding Practical Applications of
Concepts and Skills in Daily Living
Read, analyze,and solvethe
problem below.
Mang Jess used 3/4 liters of
paintto cover 10 1/2 square
meters of wall.How many
liters of paintis needed to
cover 12 1/4 squaremeters of
wall?
Read, analyzeand solvethe
followingproblems.
Show your neat and complete
solution.
1) AlingMaria has 6 2/3
kilograms of malagkitrice.She
used 3/4 of itand made biko.
How many kilograms of rice
did she use in makingbiko?
2) Josephine’s house is 2 1/4
kilometers away from school.
Carlo’s houseis 2/3 as far as
Josephine. How far is Carlo’s
house from the school?
Read and solvethe following
problems. Show your neat and
complete solution.
1) Mang Daniel had 4 3/4
hectares of land.He used 3/5
in plantingmango trees, and
14 in plantingsantol trees.
What fraction of Mang
Daniel’s land is planted with
trees?
1) Rowena has 1/2 meter of
red ribbon,1 2/3 meters of
yellowribbon. She used 2/5 of
it for her project. How much
ribbon did she use for her
project?
Act out.
The class will bedivided into 4
groups. Each group will be
given time to create their
word problem. After the time,
they will actout their
problem. The remaining
groups will guess the problem
by writingit on their white
boards.
H. Making Generalizations and
Abstractions about the Lesson
How do we multiply mixed
numbers and fractions?
Why is itimportant to change
the mixed number to
What arethe steps in solving
word problems?
Why is each step important in
problem solving?
What arethe steps in solving
word problems?
Why is itimportant to check
your answer?
How do we create word
problems?
What arethe things to
consider in makingmeaningful

6. improper form before
multiplying?
In what real-lifesituationscan
we apply the concept of
multiplyingmixed numbers
and fractions?
mathematical word problems?
I. Evaluating Learning Answer the questions below.
Write the answer in simplest
form, whenever possible.
1) If you multiply 5/6 and 3
4/5, what will you get?
2) Find the valueof N in the
statement:
4/7 x 6 3/5 = N
3) If 2/9 x 4 5/8 are multiplied,
the product is _____.
Solve the followingproblems.
1) A street sweeper can clean
10 2/3 meters of street in half
an hour. How many meters of
street can he clean if he works
for only 3/4 of an hour?
2) Jules can run 5 2/3
kilometers in one hour. How
far can he go if he runs for
only 3/8 of an hour?
Solve the followingproblems.
1) Rica can drink 3 1/2 liters of
water in a day. How many
liters of water can she drink in
5 days if on the 5th day she
drank 1/4 liters more?
2) The laborers can finish
cementing 4/5 kilometer of
road in a day.How many
kilometers of road can they
finish if they work for 10 1/2
days?
Group evaluation.
Let each member of the group
evaluate their own work based
on the rubric given. Let them
discusshowto improve their
work.
After the each group’s
discussion,letthe pupils
rewrite their work.
J. Additional Activities for Application
or Remediation
Pleaserefer to Lesson Guide in
Elementary Mathematics 5,
pp. 208- 209
Solve the followingproblems.
Show your neat and complete
solution.
1) A jugcontains 4 1/2 liters of
water. How many liters can it
hold if it is 2/3 full?
2) Mang Mariano harvested 25
1/2 sacks of palay.He saved 2
/17 of the sacks.How many
sacks of palay did Mang
Mariano save?
Solve the followingproblems.
Show your neat and complete
solution.
1) A rectangular lotis 10
2/3 meters longand 5
3/8 meters wide. If ½
meters wide
pavement is place
around the lot, what
is the area of the lot
not covered by the
pavement?
Create your own interesting
and challengingword
problem.
Rubrics
5: Creates a problem clearly
with complete data.
4: Creates unclear problem
with complete data.
3: Creates a problem with
incomplete data.
2: Attempts to create a
problem.
1: No work at all.
IV. REMARKS
V. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation

7. C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized
materials did I used/discover which I
wish to sharewith other teachers?